Amendments for HB22-1215

House Journal, April 13
25 HB22-1215 be amended as follows, and as so amended, be referred to
26 the Committee on Appropriations with favorable
27 recommendation:
28
29 Amend printed bill, strike everything below the enacting clause and
30 substitute:
31 "SECTION 1. In Colorado Revised Statutes, add part 2 to article
32 35.3 of title 22 as follows:
2 33 PART
34 SECONDARY, POSTSECONDARY, AND
35 WORK-BASED LEARNING INTEGRATION
36
37 22-35.3-201. Legislative declaration. (1) THE GENERAL
38 ASSEMBLY FINDS THAT:
39 (a) COLORADO'S ECONOMIC VITALITY DEPENDS ON A HIGHLY
40 EDUCATED, SKILLED, AND DIVERSE WORKFORCE READY TO MEET THE JOB
41 DEMANDS OF A POST-PANDEMIC WORLD. THIS REQUIRES A
42 LEARNER-CENTERED APPROACH TO EVALUATING CURRENT PROGRAMS
43 DESIGNED TO INTEGRATE SECONDARY, POSTSECONDARY, AND
44 WORK-BASED LEARNING OPPORTUNITIES FOR STUDENTS ENROLLED IN HIGH
45 SCHOOL AND, ULTIMATELY, CREATING PATHWAYS AND WORKFORCE
46 OPTIONS THAT BLUR THE LINES BETWEEN EDUCATION AND CAREER.
47 (b) COLORADO IS CONSIDERED A NATIONAL LEADER IN
48 CONCURRENT ENROLLMENT POLICY. THE STATE HAS ENACTED SEVERAL
49 STATUTES AT DIFFERENT TIMES AUTHORIZING STUDENTS TO EARN
50 COLLEGE CREDITS WHILE ENROLLED IN HIGH SCHOOLS. THESE STATUTES
51 ADDRESS VARIOUS ASPECTS OF COLLEGE READINESS AND SUCCESS,
52 INCLUDING CONCURRENT ENROLLMENT PROGRAMS AUTHORIZED IN
53 ARTICLE 35 OF THIS TITLE 22; THE ACCELERATING STUDENTS THROUGH
54 CONCURRENT ENROLLMENT, OR ASCENT, PROGRAM CREATED IN SECTION
55 22-35-108; PATHWAYS IN TECHNOLOGY EARLY COLLEGE, OR P-TECH, HIGH
1 SCHOOLS AUTHORIZED IN PART 1 OF THIS ARTICLE 35.3; THE TEACHER
2 RECRUITMENT EDUCATION AND PREPARATION, OR TREP, PROGRAM
3 CREATED IN SECTION 22-35-108.5; ADVANCED PLACEMENT COURSES; THE
4 HIGH SCHOOL INNOVATIVE LEARNING PILOT PROGRAM CREATED IN
5 ARTICLE 35.6 OF THIS TITLE 22; THE CAREER DEVELOPMENT SUCCESS
6 PROGRAM CREATED IN SECTION 22-54-138; AND THE FOURTH-YEAR
7 INNOVATION PILOT PROGRAM CREATED IN PART 13 OF ARTICLE 3.3 OF
8 TITLE 23.
9 (c) THE GENERAL ASSEMBLY HAS ALSO ENACTED MANY STATUTES
10 DIRECTING COMMUNITY COLLEGES AND THE STATE WORK FORCE
11 DEVELOPMENT COUNCIL TO CREATE AND EXPAND CAREER PATHWAYS IN
12 A WIDE VARIETY OF CAREERS, RANGING FROM MANUFACTURING CAREER
13 PATHWAYS TO INTEGRATED CAREER PATHWAYS WITHIN GROWING
14 INDUSTRY SECTORS TO CAREER PATHWAYS FOR TEACHERS;
15 (d) THESE PROGRAMS AND STATUTES HAVE LED TO A SIGNIFICANT
16 EXPANSION OF WORK-BASED LEARNING AND PARTNERSHIPS WITH
17 EMPLOYERS AND A NOTABLE INCREASE IN THE NUMBER OF STUDENTS
18 COMPLETING INDUSTRY CREDENTIAL PROGRAMS, WORK-BASED LEARNING
19 EXPERIENCES, AND COURSES IN HIGH SCHOOLS THAT QUALIFY FOR BOTH
20 SECONDARY AND POSTSECONDARY CREDIT. THE DEPARTMENT OF
21 EDUCATION REPORTS THAT, BETWEEN 2016 AND 2021, OVER THIRTY-ONE
22 THOUSAND STUDENTS COMPLETED CREDENTIALS, WORK-BASED LEARNING
23 EXPERIENCES, AND QUALIFYING ADVANCED PLACEMENT COURSES
24 THROUGH THE CAREER DEVELOPMENT INCENTIVE PROGRAM ALONE.
25 (e) IN ADDITION, THERE ARE MORE THAN TWENTY EARLY
26 COLLEGES AND SEVEN P-TECH SCHOOLS OPERATING WITHIN THE STATE,
27 AND THE GENERAL ASSEMBLY ANNUALLY APPROPRIATES MONEY TO FUND
28 UP TO FIVE HUNDRED ASCENT PROGRAM STUDENTS;
29 (f) IMPORTANTLY, ALTHOUGH COLORADO HAS MANY EXAMPLES
30 OF INNOVATION THROUGH SECONDARY, POSTSECONDARY, AND
31 WORK-BASED LEARNING INTEGRATION PROGRAMS, THE SCALABILITY OF
32 THESE PROGRAMS, DESPITE THEIR SUCCESS, CAN BE LIMITED DUE TO
33 LEGAL, GEOGRAPHIC, AND FINANCIAL BARRIERS, AND THE MAJORITY OF
34 THESE PROGRAMS ARE GENERALLY AVAILABLE ONLY TO STUDENTS IN
35 URBAN AND LARGER SCHOOL DISTRICTS;
36 (g) THE TASK FORCE CREATED IN HOUSE BILL 21-1330 TO STUDY
37 ISSUES IN POSTSECONDARY EDUCATION RECOMMENDED THE STATE FOCUS
38 ON BLURRING THE BOUNDARIES BETWEEN HIGH SCHOOL, POSTSECONDARY
39 EDUCATION, AND THE WORKFORCE. THE FINAL REPORT CALLED FOR
40 EXPANDING INNOVATIVE HIGH SCHOOL, POSTSECONDARY, AND
41 WORKFORCE OPTIONS AND PATHWAYS, BROADLY INCLUDING WORK-BASED
42 LEARNING, CREDENTIAL COMPLETION, AND APPRENTICESHIPS AMONG
43 OTHER EXPERIENCES, WITH A FOCUS ON HIGH-NEED, IN-DEMAND,
44 HIGH-VALUE BUSINESS- AND INDUSTRY-FOCUSED CAREER PATHWAYS.
45 (h) WHILE THERE IS A CLEAR PATTERN OF POSITIVE IMPACTS ON
46 STUDENTS RESULTING FROM PARTICIPATION IN SECONDARY,
47 POSTSECONDARY, AND WORK-BASED LEARNING INTEGRATION PROGRAMS,
48 THE COMPLICATED AND INTERWOVEN SET OF ISSUES RELATED TO
49 PROGRAM APPROVAL, AVAILABILITY, AND FUNDING RESULT IN UNEQUAL
50 STUDENT ACCESS ACROSS THE STATE; AND
51 (i) CONSEQUENTLY, THE STATE SHOULD PROVIDE WELL-INFORMED
52 EDUCATORS, ADMINISTRATORS, AND POLICY PROFESSIONALS AN
53 OPPORTUNITY TO CAREFULLY DELIBERATE TO ENSURE THAT SUCCESSFUL,
54 HIGH-PERFORMING PROGRAMS ARE NOT ADVERSELY IMPACTED WHILE
55 STRATEGIES ARE DESIGNED TO ENABLE INNOVATION AND MORE EQUITABLE
1 ACCESS TO SECONDARY, POSTSECONDARY, AND WORK-BASED LEARNING
2 INTEGRATION PROGRAMS FOR STUDENTS IN ALL REGIONS OF THE STATE.
3 (2) THE GENERAL ASSEMBLY FINDS, THEREFORE, THAT IT IS
4 NECESSARY TO DIRECT THE COMMISSIONER OF EDUCATION, THE
5 EXECUTIVE DIRECTOR OF THE DEPARTMENT OF HIGHER EDUCATION, AND
6 THE CHAIR OF THE STATE WORK FORCE DEVELOPMENT COUNCIL TO
7 CONVENE A SECONDARY, POSTSECONDARY, AND WORK-BASED LEARNING
8 INTEGRATION PROGRAM DEVELOPMENT TASK FORCE TO DEVELOP AND
9 RECOMMEND POLICIES, LAWS, AND RULES TO SUPPORT THE EQUITABLE
10 AND SUSTAINABLE EXPANSION AND ALIGNMENT OF PROGRAMS THAT
11 INTEGRATE SECONDARY, POSTSECONDARY, AND WORK-BASED LEARNING
12 OPPORTUNITIES IN ALL REGIONS OF THE STATE.
13 22-35.3-202. Definitions. AS USED IN THIS PART 2, UNLESS THE
14 CONTEXT OTHERWISE REQUIRES:
15 (1) "ASCENT PROGRAM" MEANS THE ACCELERATING STUDENTS
16 THROUGH CONCURRENT ENROLLMENT PROGRAM CREATED IN SECTION
17 22-35-108.
18 (2) "EARLY COLLEGE PROGRAM" MEANS AN EDUCATIONAL
19 PROGRAM THAT ENABLES A STUDENT TO SIMULTANEOUSLY EARN A HIGH
20 SCHOOL DIPLOMA AND COMPLETE A POSTSECONDARY CERTIFICATE OR
21 DEGREE.
22 (3) "EDUCATION LEADERSHIP COUNCIL" MEANS THE GOVERNOR'S
23 EDUCATION LEADERSHIP COUNCIL CREATED BY EXECUTIVE ORDER B
24 2017-001.
25 (4) "EXECUTIVE DIRECTOR" MEANS THE EXECUTIVE DIRECTOR OF
26 THE DEPARTMENT OF HIGHER EDUCATION.
27 (5) "P-TECH SCHOOL" MEANS A PATHWAYS IN TECHNOLOGY EARLY
28 COLLEGE HIGH SCHOOL, OR PROGRAM WITHIN A HOST SCHOOL, THAT IS
29 APPROVED PURSUANT TO PART 1 OF THIS ARTICLE 35.3.
30 (6) (a) "SECONDARY, POSTSECONDARY, AND WORK-BASED
31 LEARNING INTEGRATION PROGRAM" MEANS A PROGRAM THAT:
32 (I) IS AVAILABLE TO STUDENTS ENROLLED IN SECONDARY GRADES;
33 (II) INTEGRATES SECONDARY COURSE WORK WITH
34 POSTSECONDARY COURSE WORK OR WORK-BASED LEARNING, OR BOTH;
35 (III) IS DESIGNED TO LEAD TO ATTAINMENT OF A HIGH SCHOOL
36 DIPLOMA AND A POSTSECONDARY CREDENTIAL, INCLUDING A DEGREE OR
37 AN INDUSTRY-RECOGNIZED CERTIFICATE, BEFORE THE STUDENT
38 COMPLETES HIGH SCHOOL; AND
39 (IV) MAY BE COMPLETED WITHIN FOUR, FIVE, OR SIX YEARS OF
40 HIGH SCHOOL ENROLLMENT.
41 (b) "SECONDARY, POSTSECONDARY, AND WORK-BASED LEARNING
42 INTEGRATION PROGRAMS" INCLUDE, BUT ARE NOT LIMITED TO, EARLY
43 COLLEGE PROGRAMS, P-TECH SCHOOLS, THE ASCENT PROGRAM, THE
44 TREP PROGRAM, THE HIGH SCHOOL INNOVATIVE LEARNING PILOT
45 PROGRAM CREATED IN ARTICLE 35.6 OF THIS TITLE 22, THE CAREER
46 DEVELOPMENT SUCCESS PROGRAM CREATED IN SECTION 22-54-138, AND
47 THE FOURTH-YEAR INNOVATION PILOT PROGRAM CREATED IN PART 13 OF
48 ARTICLE 3.3 OF TITLE 23.
49 (7) "STATE WORK FORCE DEVELOPMENT COUNCIL" OR "STATE
50 COUNCIL" MEANS THE STATE WORK FORCE DEVELOPMENT COUNCIL
51 CREATED IN THE DEPARTMENT OF LABOR AND EMPLOYMENT IN SECTION
52 24-46.3-101.
53 (8) "TASK FORCE" MEANS THE SECONDARY, POSTSECONDARY, AND
54 WORK-BASED LEARNING INTEGRATION TASK FORCE CONVENED PURSUANT
55 TO SECTION 22-35.3-203.
1 (9) "TREP PROGRAM" MEANS THE TEACHER RECRUITMENT
2 EDUCATION AND PREPARATION PROGRAM CREATED IN SECTION
3 22-35-108.5.
4 (10) (a) "WORK-BASED LEARNING" MEANS LEARNING THAT
5 OCCURS, IN WHOLE OR IN PART, IN THE WORKPLACE AND PROVIDES YOUTH
6 AND ADULTS WITH HANDS-ON REAL-WORLD EXPERIENCE AND TRAINING
7 FOR SKILLS DEVELOPMENT.
8 (b) "WORK-BASED LEARNING" INCLUDES ACTIVITIES SUCH AS JOB
9 SHADOWING, INTERNSHIPS, EXTERNSHIPS, PRE-APPRENTICESHIPS,
10 APPRENTICESHIPS, RESIDENCIES, AND INCUMBENT-WORKER TRAINING.
11 22-35.3-203. Secondary, postsecondary, and work-based
12 learning integration task force. (1) NO LATER THAN JULY 1, 2022, THE
13 COMMISSIONER, THE EXECUTIVE DIRECTOR, AND THE CHAIR OF THE STATE
14 WORK FORCE DEVELOPMENT COUNCIL SHALL JOINTLY CONVENE THE
15 SECONDARY, POSTSECONDARY, AND WORK-BASED LEARNING INTEGRATION
16 TASK FORCE. THE TASK FORCE MEMBERSHIP CONSISTS OF, AT A MINIMUM:
17 (a) THE COMMISSIONER OR THE COMMISSIONER'S DESIGNEE;
18 (b) THE EXECUTIVE DIRECTOR OR THE EXECUTIVE DIRECTOR'S
19 DESIGNEE;
20 (c) THE DIRECTOR OF THE STATE CAREER AND TECHNICAL
21 EDUCATION PROGRAM OR THE DIRECTOR'S DESIGNEE;
22 (d) THE CHAIR OF THE STATE COUNCIL OR THE CHAIR'S DESIGNEE;
23 AND
24 (e) THE FOLLOWING INDIVIDUALS JOINTLY SELECTED BY THE
25 COMMISSIONER, THE EXECUTIVE DIRECTOR, AND THE STATE COUNCIL
26 CHAIR:
27 (I) REPRESENTATIVES FROM SECONDARY EDUCATION WHO HAVE
28 EXPERIENCE IN CONCURRENT ENROLLMENT PROGRAMMING, INCLUDING, AT
29 A MINIMUM, REPRESENTATIVES OF SCHOOL DISTRICT ADMINISTRATORS,
30 PRINCIPALS, TEACHERS, PARENTS, AND STUDENTS;
31 (II) REPRESENTATIVES FROM HIGHER EDUCATION WHO HAVE
32 EXPERIENCE IN CONCURRENT ENROLLMENT PROGRAMMING, INCLUDING, AT
33 A MINIMUM, REPRESENTATIVES OF FOUR-YEAR INSTITUTIONS OF HIGHER
34 EDUCATION, COMMUNITY COLLEGES, LOCAL DISTRICT COLLEGES, AREA
35 TECHNICAL SCHOOLS, AND STUDENTS;
36 (III) REPRESENTATIVES FROM THE EDUCATION LEADERSHIP
37 COUNCIL;
38 (IV) REPRESENTATIVES FROM THE DISABILITY COMMUNITY,
39 INCLUDING, AT A MINIMUM, REPRESENTATIVES OF DISABILITY ADVOCACY
40 GROUPS;
41 (V) REPRESENTATIVES OF THE BUSINESS COMMUNITY; AND
42 (VI) REPRESENTATIVES FROM EDUCATION ADVOCACY GROUPS
43 THAT ADDRESS HIGH SCHOOL, POSTSECONDARY, AND WORK-BASED
44 LEARNING INTEGRATION ISSUES.
45 (2) THE COMMISSIONER, THE EXECUTIVE DIRECTOR, AND THE
46 STATE COUNCIL CHAIR, OR THEIR DESIGNEES, SHALL SERVE AS CO-CHAIRS
47 OF THE TASK FORCE. THE TASK FORCE SHALL MEET AT THE CALL OF THE
48 CO-CHAIRS AT LEAST FOUR TIMES FROM JULY 2022 THROUGH DECEMBER
49 2022 AND AT LEAST FOUR TIMES FROM MAY 2023 THROUGH DECEMBER
50 2023. THE TASK FORCE IS A STATE PUBLIC BODY FOR PURPOSES OF SECTION
51 24-6-402, AND MEETINGS OF THE TASK FORCE ARE SUBJECT TO THE
52 REQUIREMENTS OF SAID SECTION. THE TASK FORCE IS SUBJECT TO THE
53 PROVISIONS OF THE "COLORADO OPEN RECORDS ACT", PART 2 OF ARTICLE
54 72 OF TITLE 24.
55
1 (3) THE TASK FORCE MEMBERS SERVE WITHOUT COMPENSATION
2 BUT MAY BE REIMBURSED FOR EXPENSES DIRECTLY RELATING TO THEIR
3 SERVICE ON THE TASK FORCE.
4 (4) THE DEPARTMENTS OF EDUCATION, HIGHER EDUCATION, AND
5 LABOR AND EMPLOYMENT SHALL PROVIDE TO THE TASK FORCE STAFF
6 SUPPORT AND MEETING SPACE UPON REQUEST OF THE CO-CHAIRS.
7 22-35.3-204. Task force duties - report. (1) THE TASK FORCE
8 SHALL:
9 (a) COORDINATE WITH THE EDUCATION LEADERSHIP COUNCIL AND
10 THE STATE WORK FORCE DEVELOPMENT COUNCIL IN COMPLETING ITS
11 DUTIES;
12 (b) DESIGN AND RECOMMEND COMPREHENSIVE, UNIFORM POLICIES
13 THAT ENCOURAGE AND EMPOWER HIGH SCHOOLS AND POSTSECONDARY
14 INSTITUTIONS TO CREATE AND SUSTAIN SECONDARY, POSTSECONDARY,
15 AND WORK-BASED LEARNING INTEGRATION PROGRAMS IN EVERY REGION
16 OF THE STATE. THE TASK FORCE SHALL DESIGN THE POLICY
17 RECOMMENDATIONS TO INCREASE THE NUMBER, COORDINATION, AND
18 COLLABORATION OF THESE PROGRAMS AND MUST INCLUDE, AT A
19 MINIMUM, POLICIES THAT ENABLE A HIGH SCHOOL THAT CHOOSES TO
20 PROVIDE AN EARLY COLLEGE PROGRAM TO STRUCTURE THE PROGRAM AS
21 A FOUR-YEAR PROGRAM, ENCOMPASSING GRADES NINE THROUGH TWELVE;
22 A FIVE-YEAR PROGRAM, ENCOMPASSING GRADES NINE THROUGH
23 THIRTEEN; OR A SIX-YEAR PROGRAM, ENCOMPASSING GRADES NINE
24 THROUGH FOURTEEN. IN DESIGNING COMPREHENSIVE, UNIFORM POLICIES
25 TO ENABLE FOUR-, FIVE-, AND SIX-YEAR EARLY COLLEGE PROGRAMS, THE
26 TASK FORCE SHALL ADDRESS THE WAYS IN WHICH EXISTING STATUTES AND
27 RULES MUST BE MODIFIED, COMBINED, OR REPEALED TO ACCOMPLISH THE
28 GOAL OF ENABLING SCHOOL DISTRICTS AND CHARTER SCHOOLS, WORKING
29 WITH POSTSECONDARY INSTITUTIONS, TO PROVIDE EARLY COLLEGE
30 PROGRAMS.
31 (c) DESIGN AND RECOMMEND POLICIES TO COORDINATE AND
32 EXPAND INNOVATIVE POSTSECONDARY AND WORKFORCE CREDENTIAL
33 OPTIONS AND CAREER PATHWAYS AVAILABLE THROUGH SECONDARY,
34 POSTSECONDARY, AND WORK-BASED LEARNING INTEGRATION PROGRAMS,
35 WITH A FOCUS ON CAREER PATHWAYS LEADING TO CREDENTIALS
36 ASSOCIATED WITH HIGH-NEED, IN-DEMAND, HIGH-VALUE BUSINESSES AND
37 INDUSTRIES.
38 (d) MAKE RECOMMENDATIONS CONCERNING THE CREATION OF A
39 STATEWIDE CORPS OF COUNSELORS TO ASSIST STUDENTS IN IDENTIFYING,
40 UNDERSTANDING, AND NAVIGATING OPTIONS FOR SECONDARY,
41 POSTSECONDARY, AND WORK-BASED LEARNING INTEGRATION PROGRAMS;
42 (e) MAKE RECOMMENDATIONS CONCERNING METHODS FOR
43 PUBLICIZING THE REQUIREMENTS, BENEFITS, AND AVAILABILITY OF
44 SECONDARY, POSTSECONDARY, AND WORK-BASED LEARNING INTEGRATION
45 PROGRAMS TO STUDENTS AND FAMILIES THROUGHOUT THE STATE;
46 (f) TAKING INTO ACCOUNT ALL EXISTING AND POTENTIAL FUNDING
47 SOURCES, DESIGN POLICY RECOMMENDATIONS THAT CREATE A UNIFORM
48 AND COMPREHENSIVE FUNDING MECHANISM FOR SECONDARY,
49 POSTSECONDARY, AND WORK-BASED LEARNING INTEGRATION PROGRAMS.
50 THE POLICY RECOMMENDATIONS MUST ADDRESS IMPLICATIONS FOR
51 EXISTING PROGRAMS, INCLUDING THE ASCENT PROGRAM, THE TREP
52 PROGRAM, AND P-TECH HIGH SCHOOLS.
53
1 (g) RECOMMEND CHARACTERISTICS OF AND STANDARDS FOR
2 SECONDARY, POSTSECONDARY, AND WORK-BASED LEARNING INTEGRATION
3 PROGRAMS FOR PURPOSES OF AUTHORIZING AND MEASURING THE
4 PERFORMANCE OF THESE PROGRAMS AND MAKE RECOMMENDATIONS
5 CONCERNING HOW BEST TO USE DATA TO BUILD EVIDENCE OF THE
6 LONG-TERM IMPACT OF THESE PROGRAMS. THE CHARACTERISTICS AND
7 STANDARDS MUST ALLOW HIGH SCHOOLS OF ALL SIZES AND FROM EVERY
8 REGION OF THE STATE TO DEMONSTRATE PROGRAM QUALITY, REGARDLESS
9 OF THE SIZE OF THE SCHOOL.
10 (h) IDENTIFY CHALLENGES STUDENTS FACE IN ACCESSING AND
11 COMPLETING CREDENTIALS THROUGH SECONDARY, POSTSECONDARY, AND
12 WORK-BASED LEARNING INTEGRATION PROGRAMS AND RECOMMEND WAYS
13 TO ADDRESS AND REDUCE THESE CHALLENGES.
14 (2) IN COMPLETING ITS DUTIES, THE TASK FORCE SHALL SOLICIT
15 INPUT FROM EMPLOYERS AND TEACHERS WHO WORK WITH SECONDARY,
16 POSTSECONDARY, AND WORK-BASED LEARNING INTEGRATION PROGRAMS
17 AND REPRESENTATIVES OF SCHOOL DISTRICTS, CHARTER SCHOOLS, BOARDS
18 OF COOPERATIVE SERVICES, AND POSTSECONDARY INSTITUTIONS FROM
19 AROUND THE STATE WHO HAVE EXPERTISE IN SECONDARY,
20 POSTSECONDARY, AND WORK-BASED LEARNING INTEGRATION PROGRAMS.
21 THE TASK FORCE SHALL FOCUS ON THE ISSUES SPECIFIED IN SUBSECTION
22 (1) OF THIS SECTION WITHOUT ADDRESSING THE COOPERATIVE
23 AGREEMENTS BETWEEN LOCAL EDUCATION PROVIDERS AND INSTITUTIONS
24 OF HIGHER EDUCATION ENTERED INTO PURSUANT TO SECTION 22-35-104.
25 (3) THE TASK FORCE SHALL PREPARE AN INTERIM REPORT AND A
26 FINAL REPORT OF ITS FINDINGS AND RECOMMENDATIONS WITH REGARD TO
27 THE ISSUES DESCRIBED IN SUBSECTION (1) OF THIS SECTION AND SUBMIT
28 THE REPORTS TO THE GOVERNOR, THE EDUCATION LEADERSHIP COUNCIL,
29 THE STATE BOARD OF EDUCATION, THE COLORADO COMMISSION ON
30 HIGHER EDUCATION, AND THE EDUCATION COMMITTEES OF THE SENATE
31 AND THE HOUSE OF REPRESENTATIVES, OR ANY SUCCESSOR COMMITTEES.
32 THE TASK FORCE SHALL SUBMIT THE INTERIM REPORT ON OR BEFORE
33 DECEMBER 1, 2022, AND THE FINAL REPORT ON OR BEFORE DECEMBER 1,
34 2023.
35 22-35.3-205. Legislative advisory council - created. THERE IS
36 CREATED A LEGISLATIVE ADVISORY COUNCIL CONSISTING OF LEGISLATORS
37 APPOINTED, ONE EACH, BY THE SPEAKER AND THE MINORITY LEADER OF
38 THE HOUSE OF REPRESENTATIVES AND THE PRESIDENT AND THE MINORITY
39 LEADER OF THE SENATE, NO LATER THAN JULY 1, 2022. THE LEGISLATIVE
40 ADVISORY COUNCIL SHALL PROVIDE ADVICE AND COMMENT TO THE TASK
41 FORCE AND ACT AS A LIAISON BETWEEN THE GENERAL ASSEMBLY AND THE
42 TASK FORCE.
43 22-35.3-206. Repeal of part. THIS PART 2 IS REPEALED, EFFECTIVE
44 JANUARY 1, 2024.
45 SECTION 2. Safety clause. The general assembly hereby finds,
46 determines, and declares that this act is necessary for the immediate
47 preservation of the public peace, health, or safety.".
48
49

House Journal, April 22
19 HB22-1215 be amended as follows, and as so amended, be referred to
20 the Committee of the Whole with favorable
21 recommendation:
22
23 Amend the Education Committee Report, dated April 13, 2022, page 4,
24 line 36, strike "THE EXECUTIVE DIRECTOR," and substitute "IN
25 COLLABORATION WITH THE EXECUTIVE DIRECTOR".
26
27 Page 4, line 37, strike "COUNCIL SHALL JOINTLY" and substitute
28 "COUNCIL, SHALL".
29
30 Page 5, line 4, strike "JOINTLY".
31
32 Page 5, strike line 5 and substitute "COMMISSIONER, IN COLLABORATION
33 WITH THE EXECUTIVE DIRECTOR AND THE STATE COUNCIL".
34
35 Page 5, strike lines 25 and 26 and substitute:
36 "(2) THE COMMISSIONER, OR THE COMMISSIONER'S DESIGNEE,
37 SHALL SERVE AS CHAIR".
38
39 Page 5, line 28, strike "CO-CHAIRS" and substitute "CHAIR".
40
41 Page 5, line 40, strike "CO-CHAIRS." and substitute "CHAIR, WORKING
42 WITH THE EXECUTIVE DIRECTOR AND THE STATE COUNCIL CHAIR.".
43
44 Page 8, after line 1 insert:
45
46 "SECTION 2. Appropriation. (1) For the 2022-23 state fiscal
47 year, $89,123 is appropriated to the department of education. This
48 appropriation is from the general fund, and is based on an assumption that
49 the department will require an additional 0.2 FTE. To implement this act,
50 the department may use this appropriation for college and career
51 readiness.
52 (2) For the 2022-23 state fiscal year, $1,966 is appropriated to the
53 legislative department for use by the general assembly. This appropriation
54 is from the general fund.".
55
1 Renumber succeeding section accordingly.
2
3 Page 8 of the report, after line 4 insert:
4
5 "Page 1 of the bill, line 102, strike "COURSES." and substitute "COURSES,
6 AND, IN CONNECTION THEREWITH, MAKING AN APPROPRIATION.".".
7
8

House Journal, April 22
20 Amendment No. 1, Appropriations Report, dated April 22, 2022, and
21 placed in member’s bill file; Report also printed in House Journal,
22 April 22, 2022.
23
24 Amendment No. 2, Education Report, dated April 14, 2022, and placed in
25 member’s bill file; Report also printed in House Journal, April 14, 2022.
26
27 As amended, ordered engrossed and placed on the Calendar for Third
28 Reading and Final Passage.
29